Matthew W. King, "In the Forest of the Blind: The Eurasian Journey of Faxian's Record of Buddhist Kingdoms" (Columbia UP, 2022)

What would an “anti-field history” of Buddhist Studies look like? What does the social history of knowledge look like when it both includes and exceeds the West/Nonwest binary, the ethnonational subject, the secular humanist gaze, and the moral narratives and metaphysical content of modernism? Matt W. King explores these critical questions and models innovative approaches in his second monograph, In the Forest of the Blind (Columbia University Press 2022), which uses Faxian’s Record of Buddhist Kingdoms to expose “ecologies of interpretation” in both nineteenth-century European Orientalist scholarship and Inner Asian monastic cultures. Although Faxian’s The Record of Buddhist Kingdoms (Foguoji) is a fifth-century CE travelogue about the Chinese Buddhist monk’s journey into Central and South Asia, it later became the subject of Europe’s first study of “Buddhist Asia” in the nineteenth century in Jean-Pierre Abel-Rémusat’s Relation des Royaumes Bouddhiques, which was then translated from French into Mongolian by the Buryat scholar Dorji Banzarov, and then by the Mongolian monk Zava Damdin Lubsangdamdin from Mongolian into Tibetan. Tracing this fascinating history of trans-Eurasian circulation of knowledge production, King argues that “the circulatory history of Faxian’s Record is not simply about Buddhist Asia forged in Europe into other places that were not Europe,” rather, the story is organized “by a chain of site-specific and differing orientations to knowledge itself – of treatments for traces of the past, of methodology.” In six creatively organized chapters, King discusses first discusses how Faxian’s Record “orders time by means of space” in its early Chinese context, and then delves into the history of Orientalist Buddhist Studies showing how Abel-Rémusat’s “poaching” of Qing sources facilitated the disciplining of Buddhist Asia into an object of a transregional science. In Chapters 3 and 5, we see an inversion of the Orientalist gaze and learn about the reception and reinterpretation of Orientalist schola